Views of Teachers Working with Gifted Students on Classroom Management

Abstract

The aim of the study is to determine the views of teachers working at the Science and Art Center regarding classroom management and misbehaviors. In this study, phenomenology approach, one of the qualitative research methods, was used. The study group of the research consists of ten (10) teachers working in the Science and Art Center of a province in the south of Turkey in the 2017-2018 academic years. The data of the research were collected through semi-structured interviews and the content analysis method was used in the analysis of the data. By emphasizing the unique characteristics of gifted individuals, teachers emphasized that misbehaviors may occur due to their active, curious, competent, ambitious and the adaptation problems they experience in formal education. However, they stated in their opinions that they did not see these behaviors as undesirable behaviors, but as the characteristics of gifted students. In addition, the teachers working in the Science and Art Center stated that the strategies they use to cope with the undesirable behaviors of their gifted students are educational-developmental planning, encouragement, giving responsibility, use of reinforcement, relocation, accepting and ignoring individual characteristics, precautionary and one-on-one conversation.

Developing School Orientation of the First-Grade Students in Primary School Through Creative Drama

“…This study supported the idea that creative drama activities improved cooperation, self-control, social and life skills in previous studies in literature. In addition, it reduces the students' problematic behaviors, prejudges (Akhan et al, 2018;Akhan & Arık Karamık, 2019;Altıntaş, 2015;Aktaş et al, 2019;Bulut Özsezer, 2019;Demir, 2019;Akhan & Demir, 2020;Demir et al, 2020;Köksal Akyol, 2019;Şeren, 2021;Temel & Sapsağlam, 2018).…”